MUSIC COURSE OF STUDY GRADES K-5 GRADE 5 2009 CORE ...

MUSIC COURSE OF STUDY

GRADES K-5 GRADE 5 2009

CORE CURRICULUM CONTENT STANDARDS Core Curriculum Content Standard: The arts strengthen our appreciation of the world as well as our ability to be creative and inventive decision-makers. The acquisition of knowledge and skills that contribute to aesthetic awareness of dance, music, theater, and the visual arts enhances these abilities.

STANDARD 1.1 (Aesthetics) All students will use aesthetic knowledge in the creation of and in response to dance, music, theater, and visual art.

Strands and Cumulative Progress Indicators Workplace Readiness: 3.10 Monitor thinking 3.12 Interpret 4.2 Work cooperatively

Cumulative Progress Indicator: A. Knowledge

1. Examine works of art that have a utilitarian purpose (Functionalism). 2. Analyze works of art that place emphasis on structural arrangement (Formalism). 3. Describe how an element of a music form contributes to the aesthetic value of a particular work. 4. Describe the compositional design in selected works of art or performance. B. Skills 1. Explain the aesthetic qualities of specified art works in oral and written responses. 2. Incorporate personal life experiences into an aesthetic response about an artwork. 3. Examine how exposure to various cultures and styles influence individuals' feelings toward art forms and artworks. 4. Communicate ideas about the social and personal value of art.

Suggested Activities: Suggested activities may include, but are not limited to the following:

1. The class will complete listening logs which contain music from various styles (Pop, Country, Jazz, Blues, and Rock) and ensembles (Orchestras, Bands, Trios, Chorus) and determine how tempo and dynamics affect the general mood of a piece, distinguish differences in sound between band and orchestra, and distinguish between contemporary music and classical. The children will have an opportunity to express their feelings about the stylistic qualities of the music through class discussion and or artwork. Thinking Skills: Recall, analyze, imagine 2. Students will discuss the function of music in society including music used for specific purposes (sales, memory association, elevator music) as well as music therapy application. 3. Students will listen to music from a variety of historical periods that reflects the social tone of

the period. Students will use the musical cues to try and uncover the social, political, or financial status of the time. Thinking Skills: Compare and contrast, analyze, memorize, recall 4. Students will listen to "Work songs" (Sea Songs, Slave Songs) and sing parts in a callresponse form, paying attention to the speed of the beat (tempo) of each piece. They will compare the tempo of each piece and see how it is related to the job performed as the song is sung. Thinking Skills: Compare and contrast, analyze, memorize, recall 4. By listening to select songs students discuss the musical elements which allow them to characterize a particular song. Songs will be categorized into genres and placed in particular time periods to be studied. Thinking Skills: Compare and contrast, analyze, memorize, recall Instructional strategies: -Define musical term to be used during course of study -Have students communicate their response using musical terms. -Encourage students to at some point listen with eyes closed, visualizes what the sound is suggesting. -Refer to your teachers' editions for sequence of instruction and suggested strategies.

Evaluation/Assessment of students 1. Students will communicate their responses to music with supporting statements based on aesthetics. 2. Students will understand that arts elements, such as, rhythm, instrumentation, and form, may be combined selectively to elicit a specific aesthetic response. 3. Students will communicate about the aesthetic qualities of art works through oral and written analysis using appropriate technical and evaluative terms.

Evaluation/Assessment of Curriculum Evaluate class responses (positive or negative) to lessons and make notes. Suggest possible strategies to be implemented in the curriculum course study.

Resources/Bibliography: MacMillan/McGraw-Hill, "Share The Music" Grade 5, Copyright 2003 Silver Burdett Ginn Inc., "The Music Connection" Grade 5, Copyright 2000 New Jersey Core Curriculum Content Standard 2004 New Jersey Visual and Performing Arts Curriculum Framework The K-12 National Standards Internet online Resources: , Arts/Music/Education/Resources.htm, ,isd77.k12.mn.us/resources/staffpages/shirk/k12.music.html, , Music23.htm,

Core Curriculum Content Standard: Through an education in the arts, students enhance their perceptual, physical, and technical skills and learn that pertinent techniques and

technologies apply to the successful completion of tasks. The development of sensory acuity (perceptual skills) enables students to perceive and acknowledge various viewpoints. Appropriate physical movements, dexterity, and rhythm pertain to such activities as brush strokes in painting, dance movement, fingering of musical instruments, etc.

STANDARD 1.2 (Creation and Performance) All students will utilize those skills, media, methods, and technologies appropriate to each art form in the creation, performance, and presentation of dance, music, theater, and visual art.

Strands and Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

Music 1. Read music from progressively complex notation, including mixed meters, compound

meters, and the grand staff. 2. Sing independently and in groups, both melodic and harmonizing parts, adjusting to the

range and timbre of the developing voice. 3. Perform simple melodies and rhythmic accompaniments in expanded binary, ternary, and

rondo form independently and in groups. 4. Improvise simple harmonic accompaniment, melodic embellishments, and simple

melodies. 5. Demonstrate how the elements of music are used to achieve unity and variety, tension

and release, and balance in composition. 6. Investigate arts-related careers.

Suggested Activities: Suggested activities may include, but are not limited to the following:

1. Students will play a game of rhythm baseball, which involves students individually performing and reading various rhythm patterns. Rhythms can be swapped out to suit the level of any class. Thinking Skills: Compare, analyze, reproduce, match, label 2. While playing an instrument, students will demonstrate different ways to lengthen or shorten notes. Students will discuss how changing note length can affect measures, meters and musical expression. Thinking Skills: Compare, analyze, reproduce, match, label 3. Students will use fractions and mathematical symbols to manipulate notes and rhythms. Discuss the similarities between music and mathematics. Thinking Skills: Match, reproduce, review, apply 4. Music technology: Students will be able to create music using supplied loops in Garage Band. Students will compose lyrics on interdisciplinary topics and record song with full computer accompaniment. Thinking Skills: create analyze, evaluate, performance

Instructional strategies: -Define musical term to be used during course of study (form, AB, ABA, G and F Clefs, whole, half, quarter, sixteenth and eighth notes and their rests, rhythm, phrase, Midi

-Have students communicate their response using musical terms. -Encourage students to Improvise movements -Include clapping, marching and singing to reinforce motor skill and speech -Encourage students to share their emotional responses with the class. -Refer to your teachers' editions for sequence of instruction and suggested strategies. Evaluation/Assessment of students Students should demonstrate performance and participation skills by working and creating individually and with others. Evaluation/Assessment of Curriculum Evaluate class responses (positive or negative) to lessons and make notes. Suggest possible strategies to be implemented in the curriculum course study. Resources/Bibliography: MacMillan/McGraw-Hill, "Share The Music" Grade 5, Copyright 2003 Silver Burdett Ginn Inc., "The Music Connection" Grade 5, Copyright 2000 New Jersey Core Curriculum Content Standard 2004 New Jersey Visual and Performing Arts Curriculum Framework The K-12 National Standards Orff Instruments Internet online Resources: , Arts/Music/Education/Resources.htm, ,isd77.k12.mn.us/resources/staffpages/shirk/k12.music.html, , Music23.htm, (American OrffSchulwerk Association)

Core Curriculum Content Standard: In order to understand the visual and performing arts, students must discover the elements and principles both unique and common to dance, music, theater, and the visual arts. The elements, such as color, line, shape, form and rhythm, time, space and energy, are the basis for the creation of works of art. An understanding of these

elements and practice of the principles ensure the strengthening of interdisciplinary relationships with all content area curricula and their applications in daily life.

STANDARD 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of dance, music, theater, and visual art.

Workplace Readiness: 2.6 accessing information 4.2 work cooperatively 5.8 promote safety

Cumulative Progress Indicators 1.3.5 Music

1. Analyze musical elements in response to aural prompts and printed scores representing diverse genres and cultures and notational systems.

2. Demonstrate knowledge of the basic concepts of meter, rhythm, tonality, intervals, chords, and harmonic progressions.

Suggested Activities: Suggested activities may include, but are not limited to the following:

1. Students will listens to different styles of music and discuss musical elements using musical vocabulary. Students will compare notation systems used in various cultures. Thinking Skills: Create, discuss, evaluate, singing, memorize, read, classify, Recall 2. Using Media equipment and a reduced score students will read and play basic rhythms and melodies using pitched and non-pitched instruments. Thinking Skills: Recall, recitation, memorize, summarize, deduce, create 3. Using tone chime, xylophone or boom whackers students will play an ascending and descending C and G Major scale in whole, half, quarter and eighth notes. They will also learn how to play simple melodies with accompaniment. All music will be read from the G Clef and the F Clef. Students will create a rondo form of improvisation and composition. Grades will be based on performance. Thinking Skills: Memorize, review, read, name, locate, compare, create and evaluate 4. Students will begin lessons on the Soprano Recorder. Focus will be on reading notes in the G Clef, reading rhythm, and playing C4, D4, E4, F#4, G4, A4, B4, and C5. The lesson book will contain short exercises and simple melodies. Students will further develop their finger coordination, breath control and attack, knowledge of musical notations. Students are expected to practice their lessons at home. Grades will be based on the student's performance. Thinking Skills: locate, identify patterns, demonstrate 5. Song writing using music technology: Using a theme set by the teacher, students will type in the computer verses and choruses relating to the theme. For Historical inspiration students will use the Internet to research historical facts and images about the theme. Students will be pair up to brainstorm for rhyming words to be used in the song. Students will organize the words into verses. Each group will share with the class the verses created for critiquing and selection of verses. The class will then come up with an agreeable chorus to go with the verses selected. Then the class will organize the verses and choruses to

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